Boys' Motivation Profiles in Mathematics: Relations with Contextual Factors, Wellbeing and Engagement in a Boys-Only School

Autor/inn/en	Beswick, Kim; Watt, Helen M. G.; Granziera, Helena; Geiger, Vince; Fraser, Sharon
Titel	Boys' Motivation Profiles in Mathematics: Relations with Contextual Factors, Wellbeing and Engagement in a Boys-Only School
Quelle	In: ZDM: Mathematics Education, 55 (2023) 2, S.315-329 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Beswick, Kim) ORCID (Watt, Helen M. G.) ORCID (Granziera, Helena) ORCID (Geiger, Vince) ORCID (Fraser, Sharon)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1863-9690
DOI	10.1007/s11858-022-01464-1
Schlagwörter	Males; Student Motivation; Grade 5; Grade 7; Grade 9; Foreign Countries; Learner Engagement; Student Behavior; Student Attitudes; Peer Influence; Mathematics Education; Teacher Characteristics; Predictor Variables; Well Being; Student Characteristics; Expectation; Values; Single Sex Schools; Australia + Suchen Sie Ihr Suchwort? Male; Männliches Geschlecht; Schulische Motivation; School year 05; 5. Schuljahr; Schuljahr 05; School year 07; 7. Schuljahr; Schuljahr 07; School year 09; 9. Schuljahr; Schuljahr 09; Ausland; Student behaviour; Schülerverhalten; Mathematische Bildung; Prädiktor; Well-being; Wellness; Wohlbefinden; Expectancy; Erwartung; Wertbegriff; Single-sex schools; Single-sex classes; Single sex classes; Getrenntgeschlechtliche Erziehung; Schule; Australien
Abstract	This study examined the extent to which boys fell into clusters comprised of different levels of motivations and costs. In turn, the antecedents of these clusters and associations with engagement and wellbeing outcomes were considered. Based on survey responses from 168 students across Years 5, 7 and 9 from an all-boys' school in Sydney, Australia, three clusters were identified: "Positively Engaged," "Disengaged," and "Struggling Ambitious." Performance-approach and avoidance achievement goals, mastery classroom goal structure, perceived peer valuing of mathematics and teacher enthusiasm differentially predicted profile membership. Clusters were also found to differ in terms of both wellbeing and engagement, such that students within maladaptive profiles evidenced the most negative outcomes. The study reaffirms prior work, holds implications for addressing student motivation in mathematics, and adds to understanding of the interplay of individual and classroom goal structures in relation to students' mathematics expectancies, values and resultant outcomes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01